ADMINISTRATION
Series 300
300
301
Role of School District Administration
Administrative Structure
301.1
Management
301.2
Management Team
302
Superintendent of Schools
302.1
Superintendent Qualifications, Recruitment, Appointment
302.2
Superintendent Contract and Contract Nonrenewal
302.3
Superintendent Salary and Other Compensation
302.4
Superintendent Duties
302.5
Superintendent Evaluation Process
302.5-E1
Superintendent’s Evaluation
302.5-R1
Chapter 83 Teacher and Administrator Quality Programs
302.6
Superintendent Professional Development
302.7
Superintendent Civic Activities
302.8
Superintendent Consulting/Outside Employment
303
Administrative Employees
303.1
Administrative Positions
303.2
Administrator Qualifications, Recruitment, Appointment
303.3
Administrator Contract and Contract Nonrenewal
303.4
Administrator Salary and Other Compensation
303.5
Administrator Duties
303.6
Administrator Evaluation Process
303.6-E1
Administrator’s Evaluation
303.7
Administrator Professional Development
303.8
Administrator Civic Activities
303.9
Administrator Consulting/Outside Employment
304
Policy Implementation
304.1
Development and Enforcement of Administrative Regulations
304.2
Monitoring of Administrative Regulations
305
Administrator Code of Ethics
306
Succession of Authority to the Superintendent
307
Communication Channels
312
312.1
312.2
312.2-E
312.2-E2
Leave to Run for Public Office
Voluntary Early Retirement
Early Retirement Application
Early Retirement Designation of Beneficiary
Final Reading on the reviewed #300 series was completed November 21, 2005.
Final Reading on the reviewed Board Policies #300 to 302.2 was completed December 12, 2014.
Final Reading on the reviewed Board Policies #302.3-312.2-E2 was completed January 12, 2015.
Code No. 300
ROLE OF SCHOOL DISTRICT ADMINISTRATION
In this series of the board policy manual, the board defines the role and the employment of school
district administrators. Policies in the 400 Series, "Employees," also apply to administrators
unless a more specific policy exists in the 300 Series, "Administration."
School district administrators have been given a great opportunity and responsibility to manage
the school district, to provide educational leadership, and to implement the educational philosophy
of the school district. They are responsible for the day-to-day operations of the school district. In
carrying out these operations, the administrators are guided by board policies, the law, the needs
of the students, and the wishes of the citizens in the school district community.
It shall be the responsibility of the administrators to implement and enforce the policies of the
board, to oversee employees, to monitor educational issues confronting the school district, and to
inform the board about school district operations.
While the board holds the superintendent ultimately responsible for these duties, the principals are
more directly responsible for educational results, for the administration of the school facilities and
for the employees.
The board and the administration shall work together to share information and decisions under the
management team concept.
Approved:: Dec.18, 1995
Reviewed:: ________________
Revised:________________
Code No. 301.1
MANAGEMENT
The board and the administrators shall work together in making decisions and setting goals for the
school district. This effort is designed to obtain, share, and use information to solve problems,
make decisions, and formulate school district policies and regulations.
It shall be the responsibility of each administrator to fully participate in the management of the
school district by investigating, analyzing, and expressing their views on issues. Those board
members or administrators with special expertise or knowledge of an issue may be called upon to
provide information. Each board member and administrator shall support the decisions reached
on the issues confronting the school district.
The board shall be responsible for making the final decision in matters pertaining to the school
district.
It shall be the responsibility of the superintendent to develop guidelines for cooperative decisionmaking.
Cross Reference:
301 Administrative Structure
Approved: Dec. 18, 1995
Reviewed:_____________
Revised: _______________
Code No. 301.2
MANAGEMENT TEAM
The board considers all those who have a role in the recruitment or release of employees to be
part of the management team. The management team shall be headed by the superintendent.
The superintendent shall convene meetings to discuss school district policies, administrative
procedures and other business brought to the superintendent's attention.
The management team shall meet with the board upon the board's request or superintendent's
recommendation to review overall operations of the school district and conditions affecting the
management team. The management team shall have no relationship to the formal negotiating
unit.
Cross Reference:
301 Administrative Structure
Approved: Dec. 18, 1995
Reviewed: _____________
Revised: _______________
Code No. 302
SUPERINTENDENT OF SCHOOLS
The superintendent of schools shall be the executive officer of the Board of Directors, and shall be
directly responsible for the execution of the Board's policies, the faithful and efficient observance
of the Board's rules by all employees, and the enforcement of all provisions of the law relating to
the operation of the schools.
Approved: Jan. 15, 1990
Reviewed: Dec. 18, 1995
Revised: ________________
Code No. 302.1
SUPERINTENDENT QUALIFICATIONS, RECRUITMENT, APPOINTMENT
The board will employ a superintendent to serve as the chief executive officer of the board, to
conduct the daily operations of the school district, and to implement board policy with the power
and duties prescribed by the board and the law.
The board will consider applicants that meet or exceed the standards set by the Iowa Department
of Education and the qualifications established in the job description for the superintendent
position. In employing a superintendent, the board shall consider the qualifications, credentials
and records of the applicants without regard to race, color, national origin, gender, disability, age,
religion, creed, sexual orientation and gender identity. In keeping with the law, however, the board
will consider the veteran status of the applicants. The board will look closely at the training,
experience, skill and demonstrated competence of qualified applicants in making its final decision.
In choosing a superintendent, the board will also consider the school district's educational
philosophy, financial situation, organizational structure, education programs, and other factors
deemed relevant by the board.
The board may contract for assistance in the search for a superintendent.
Cross Reference:
200.2 Powers of the Board of Directors
200.3 Responsibilities of the Board of Directors
301 Administrative Structure
302 Superintendent
Approved:: Dec. 18, 1995
Reviewed:: ______________
Revised:: March 21, 2011
Code No. 302.2
SUPERINTENDENT CONTRACT AND CONTRACT NONRENEWAL
The length of the contract for employment between the superintendent and the board shall be
determined by the board. The contract will begin on July 1 and end on June 30. The contract
shall state the terms of employment.
The first two years of a contract issued to a newly employed superintendent shall be considered a
probationary period. The board may waive this period or the probationary period may be extended
for an additional year upon the consent of the superintendent. In the event of termination of a
probationary or nonprobationary contract, the board shall afford the superintendent appropriate
due process, including notice by May 15. The superintendent and board may mutually agree to
terminate the superintendent's contract at any time.
If a superintendent's contract is not being renewed by the board, the contract will be extended
automatically for additional one-year periods beyond the end of its term until it is modified or
terminated as mutually agreed to by the parties or until the superintendent's contract is terminated
consistent with statutory termination procedures.
It shall be the responsibility of the board to provide the contract for the position of superintendent.
If the superintendent wishes to resign, to be released from a contract, or to retire, the
superintendent must comply with board policies dealing with retirement, release or resignation.
Cross Reference:
302 Superintendent
Approved: Dec. 18, 1995
Reviewed: _____________
Revised: ________________
Code No. 302.3
SUPERINTENDENT SALARY AND OTHER COMPENSATION
The board has complete discretion to set the salary of the superintendent. It shall be the
responsibility of the board to set the salary and benefits of the superintendent at a level
that will include consideration of, but not be limited to, the economic condition of the
school district and the training, experience, skill, and demonstrated competence of the
superintendent. The salary shall be set at the beginning of each contract term.
In addition to the salary and benefits, the superintendent's actual and necessary expenses
shall be paid by the school district when the superintendent is performing work-related
duties. It shall be within the discretion of the board to pay dues to professional
organizations for the superintendent.
The board may approve the payment of dues and other benefits or compensation over
and above the superintendent's contract. Approval of dues and other benefits or
compensation shall be included in the records of the board in accordance with board
policy.
Cross Reference:
302 Superintendent
Approved: Dec. 18, 1995
Reviewed: ______________ Revised: _________________
Code No. 302.4
SUPERINTENDENT DUTIES
The board employs a superintendent of schools to serve as the chief executive officer of the
board. The board delegates to the superintendent the authority to implement board policy and to
execute decisions made by the board concerning the internal operations of the school district,
unless specifically stated otherwise.
The superintendent shall be responsible for the implementation and execution of board policy and
the observance of board policy by employees and students. The superintendent shall be
responsible for overall supervision and discipline of employees and the education program.
In executing the above-stated duties, the superintendent shall consider the financial situation of
the school district as well as the needs of the students. Specifically the superintendent:
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Interprets and implements all board policies and all state and federal laws relevant to
education;
Supervises, either directly or through delegation, all activities of the school system
according to, and consistent with, the policies of the board;
Represents the board as a liaison between the school district and the community;
Establishes and maintains a program of public relations to keep the public well-informed of
the activities and needs of the school district, effecting a wholesome and cooperative
working relationship between the school district and the community;
Attends and participates in all meetings of the board, except when the superintendent's
employment or salary is under consideration, and makes recommendations affecting the
school district;
Reports to the board on such matters as deemed material to the understanding and proper
management of the school district or as the board may request;
Assumes responsibility for the overall financial planning of the district and for the
preparation of the annual budget, and submits it to the board for review and approval;
Establishes and maintains efficient procedures and effective controls for all expenditures of
school district funds in accordance with the adopted budget, subject to the direction and
approval of the board;
Files, or causes to be filed, all reports required by law;
Makes recommendations to the board for the selection of employees for the school district;
Makes and records assignments and transfers of all employees pursuant to their
qualifications;
Employs such employees as may be necessary, within the limits of budgetary provisions
and subject to the board's approval;
Recommends to the board, for final action, the promotion, salary change, demotion, or
dismissal of any employee;
Prescribes rules for the classification and advancement of students, and for the transfer of
students from one building to another in accordance with board policies;
Summons employees of the school district to attend such regular and occasional meetings
as are necessary to carry out the education program of the school district;
Supervises methods of teaching, supervision, and administration in effect in the schools;
Attends such conventions and conferences as are necessary to keep informed of the latest
educational trends;
Code No. 302.4
Page 2
SUPERINTENDENT DUTIES
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Accepts responsibility for the general efficiency of the school system, for the development
of the employees, and for the educational growth and welfare of the students;
Defines educational needs and formulates policies and plans for recommendation to the
board;
Makes administrative decisions necessary for the proper functioning of the school district;
Responsible for scheduling the use of buildings and grounds by all groups and/or
organizations;
Acts as the purchasing agent for the board, and establishes procedures for the purchase of
books, materials and supplies;
Approves vacation schedules for employees;
Conducts periodic district administration meetings; and,
Performs other duties as may be assigned by the board.
Supervises the establishment or modification of the boundaries of school attendance and
transportation areas subject to approval of the board.
Directs studies of buildings and sites, taking into consideration population trends and the
educational and cultural needs of the district in order to ensure timely decisions by the
board and the electorate regarding construction and renovation projects.
This list of duties shall not act to limit the board's authority and responsibility over the
superintendent. In executing these duties and others the board may delegate, the superintendent
shall consider the school district's financial condition as well as the needs of the students in the
school district.
Cross Reference:
209 Board of Directors' Management Procedures
301 Administrative Structure
302 Superintendent
Approved: _______________
Reviewed: _____________
Revised:
Dec. 18, 1995
Code No. 302.5
Superintendent Evaluation Process
North Fayette Community School District
Timeline
Summer:
Superintendent will establish 2-4 proposed job goals for board consideration.
Goals will be based on needs identified in Superintendent’s previous year
evaluation or through board identified district priorities, mission and vision
statements.
Sept.
Superintendent goals for the fiscal year Approved: by the board.
Nov.
Mid-Year review based on board observations of progress towards goals and
indicators established for each Iowa School Leadership Standards.
April, Yr 3
Board members receive evaluation forms and Supt portfolio for review and
comment in preparation of 3 yr summary evaluation in May.
May, Yrs
1 and 2
Completion of boards formative review, including scoring and comment for
each of the 6 standards
May, Yr 3
Summative evaluation with review of artifacts and scoring for each of 6 standards.
Scoring and comment guidelines
Scoring scale, will be a 1 – 4 Likert scale where:
1 – unsatisfactory
2 – needs improvement
3 – meets expectations
4 – superior
Mid Year reviews do not require scoring, just comment on each standard. Board members may
choose to score each standard with comment.
Annual evaluations, whether formative or summative, will be scored and the Board Secretary prior
to evaluation conference will compile a summary of scores and comments.
Approved:: December 18, 1995 Reviewed:: ________________ Revised:: November 15, 2010
Code No. 302.5-E1
SUPERINTENDENT’S EVALUATION
NORTH FAYETTE COMMUNITY SCHOOL DISTRICT
_____Formative
_____Summative
Standard #1: A superintendent is an educational leader who promotes the success of all
students by facilitating the development, articulation, implementation, and
stewardship of a vision of learning that is shared and supported by the school
community.
Performance Indicators
Score
_____ 1.1
_____ 1.2
_____ 1.3
Sets priorities which evidence shows result in improved student achievement.
Articulates a vision of high expectations for teaching and student learning, and
promotes school improvement to get there.
Sets an example for gathering, analyzing and using district data for decisionmaking.
_____ Overall standard 1 score
Supporting Evidence/Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______
__________________________________________________________________________
Standard #2: A superintendent is an educational leader who promotes the success of all
_________ students by advocating, nurturing and sustaining a school culture and
instructional program conducive to student learning and staff professional
development.
Performance Indicators
Score
_____ 2.1
_____ 2.2
_____ 2.3
_____ 2.4
Provides leadership for annually assessing and setting priorities on student and
district needs and providing structures for improvement.
Uses data to determine needs and oversee provision of appropriate professional
development to meet needs.
Continually learning about and applying new developments in education.
Provides leadership encouragement, opportunities, and structures for all staff to
continually improve teaching and learning.
_____ Overall standard 2 score
Supporting Evidence/Comments:
_________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______
Code No. 302.5-E1
Page 2
SUPERINTENDENT’S EVALUATION
Standard #3: A superintendent is an educational leader who promotes the success of all
students by ensuring management of the organization, operations and
resources for a safe, efficient and effective learning environment.
Performance Indicators
Score
_____ 3.1
_____ 3.2
_____ 3.3
_____ 3.4
Provides direction and support for periodic review of plans, policies and
procedures and their impact on student learning.
Monitors distribution of district resources based on the district's school improvement
plan.
Evaluates performance of staff, takes appropriate follow-up action and supports
improvement.
Effectively manages district budget, facilities and staff in ways that maximize
improved student learning.
_____ Overall standard 3 score
Supporting Evidence/Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______
__________________________________________________________________________
Standard
#4: A superintendent is an educational leader who promotes the success of all
students by collaborating with families and community members, responding
_________
to diverse community interests and needs and mobilizing community resources.
Performance Indicators
Score
_____ 4.1
_____ 4.2
_____ 4.3
Provides leadership for improving parent/student/community involvement in the
schools.
Promotes, demonstrates, and supports clear two-way communication for district
priorities at all levels of the community school district.
Provides community service and leadership for developing a positive rapport
between the schools and the community.
_____ Overall standard 4 score
Supporting Evidence/Comments:
_________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______
__________________________________________________________________________
Code No. 302.5-E1
Page 3
SUPERINTENDENT’S EVALUATION
Standard #5: A superintendent is an educational leader who promotes the success of all
students by acting with integrity, fairness and in an ethical manner.
Performance Indicators
Score
_____ 5.1
_____ 5.2
_____ 5.3
Conducts oneself in an ethical, fair, trustworthy and professional manner.
Establishes practices to promote personal, physical and emotional health.
Demonstrates respect for diversity in students, staff and programs.
_____ Overall standard 5 score
Supporting Evidence/Comments:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___
Standard #6: A superintendent is an educational leader who promotes the success of all
_____________________________________________________________________________
students by understanding the profile of the community, and responding to
______
and influencing the larger political, social, economic, legal and cultural context.
Performance Indicators
Score
_____ 6.1
_____ 6.2
_____ 6.3
Serves as an articulate advocate to community and legislature for issues
beneficial to improved teaching and learning.
Provides leadership for defining superintendent and board roles, mutual
expectations, procedures or working together, and formulating appropriate district
policies.
Knows and supports the district school improvement plan and accurately
reports progress on goals.
_____ Overall standard 6 score
Supporting Evidence/Comments:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____
____________________________________________________________________________
_______
Code No. 302.5-E1
Page 4
SUPERINTENDENT’S EVALUATION
Part II: The Summative Evaluation
At the end of the year, the board should have an agenda item for the formal summative evaluation
of the superintendent. Part II includes a final form and a review of Job Goals to be placed in the
superintendent's personnel file.
Overall End of Year Summary
(Place a check (! ) in either the Satisfactory or
Unsatisfactory column for each goal)
Job Responsibilities
Overall Standards
Job Goal 1
Job Goal 2
Job Goal 3
Job Goal 4
Job Goal 5
Satisfactory
4
3
Unsatisfactory
2
1
Summative Rating
Superintendent Comments:
Board Comments:
Superintendent's Signature: _________________________________ Date:___________
Evaluation period: _____________________, 20___ to _____________________, 20___
Board President’s Signature: ________________________________ Date:___________
Code No. 302.5-R1
CHAPTER 83
TEACHER AND ADMINISTRATOR QUALITY PROGRAMS
DIVISION I
GENERAL STANDARDS APPLICABLE TO BOTH ADMINISTRATOR AND TEACHER
QUALITY PROGRAMS
281—83.1(284,284A) Purposes. The goal of the teacher quality program is to enhance the
learning, achievement, and performance of all students through the recruitment, support, and
retention of quality Iowa teachers. The program shall contain specific strategies that include a
mentoring and induction program for beginning teachers, teacher evaluations, and district and
building support for professional development that includes best practice aimed at increasing
student achievement.
The goal of the administrator quality program is to promote high student achievement and
enhanced educator quality. The program consists of mentoring and induction programs that
provide support for administrators, professional development designed to directly support best
practice for leadership, and evaluation of administrators against the Iowa standards for school
administrators.
281—83.2(284,284A) Definitions. For the purpose of these rules, the following definitions shall
apply:
“Administrator” or “school leader” means an individual holding a professional administrator
license issued under Iowa Code chapter 272, who is employed in a school district administrative
position by a school district or area education agency pursuant to a contract issued by a board of
directors under Iowa Code section 279.23. An administrator may be employed in both an
administrative and a non-administrative position by a board of directors and shall be considered a
part–time administrator for the portion of time that the individual is employed in an administrative
position.
“Beginning administrator” means an individual serving under an initial administrator license,
issued by the board of educational examiners under Iowa Code chapter 272, who is assuming a
position as a school district administrator for the first time.
“Beginning teacher” means an individual serving under an initial, Class A, exchange, or intern
license, issued by the board of educational examiners under Iowa Code chapter 272, who is
assuming a position as a teacher. For purposes of the beginning teacher mentoring and induction
program created pursuant to Iowa Code section 284.5, “beginning teacher” also includes
preschool teachers who are licensed by the board of educational examiners under Iowa Code
chapter 272 and are employed by a school district or area education agency.
“Comprehensive evaluation” means, with respect to a beginning teacher, a summative
evaluation of a beginning teacher conducted by an evaluator for purposes of determining a
beginning teacher’s level of competency relative to the Iowa teaching standards and for
recommendation for licensure based upon models developed pursuant to Iowa Code section
256.9, subsection 50, and to determine whether the teacher’s practice meets the school district
expectations for a career teacher. With respect to a beginning administrator, “comprehensive
evaluation” means a summative evaluation of a beginning administrator conducted by an evaluator
in accordance with 2007 Iowa Code Supplement section 284A.3 for purposes of determining a
beginning administrator’s level of competency for recommendation for licensure based on the Iowa
Code No. 302.5-R1
Page 2
CHAPTER 83
TEACHER AND ADMINISTRATOR QUALITY PROGRAMS
standards for school administrators adopted pursuant to 2007 Iowa Code Supplement section
256.7(27).
“Department” means the department of education.
“Director” means the director of the department of education.
“District facilitator” means an individual in Iowa who serves as a coordinator for a district
mentoring and induction program.
“Evaluator” means an administrator or other practitioner who successfully completes an
evaluator training program pursuant to Iowa Code section 284.10.
“Intensive assistance” means the provision of organizational support and technical assistance to
teachers, other than beginning teachers, for the remediation of identified teaching and classroom
management concerns for a period not to exceed 12 months.
“Leadership standards” are synonymous with the Iowa standards for school administrators
adopted pursuant to 2007 Iowa Code Supplement section 256.7(27).
“Mentor” means, with respect to a beginning teacher, an individual employed by a school district
or area education agency as a teacher or a retired teacher who holds a valid license issued under
Iowa Code chapter 272. The individual must have a record of four years of successful teaching
practice, must be employed on a nonprobationary basis, and must demonstrate professional
commitment to both the improvement of teaching and learning and the development of beginning
teachers. With respect to a beginning administrator, “mentor” means an individual employed by a
school district or area education agency as a school district administrator or a retired administrator
who holds a valid license issued under Iowa Code chapter 272. The individual must have a record
of four years of successful administrative experience and must demonstrate professional
commitment to both the improvement of teaching and learning and the development of beginning
administrators.
“Performance review” means a summative evaluation of a teacher other than a beginning
teacher and used to determine whether the teacher’s practice meets school district expectations
and the Iowa teaching standards, and to determine whether the teacher’s practice meets school
district expectations for career advancement in accordance with Iowa Code section 284.7.
“School board” means the board of directors of a school district, a collaboration of boards of
directors of school districts, or the board of directors of an area education agency, as the context
requires.
“School district” means a public school district.
“State board” means the state board of education.
“Teacher” means an individual holding a practitioner’s license or a statement of professional
recognition issued under Iowa Code chapter 272, who is employed in a non-administrative position
by a school district or area education agency pursuant to a contract issued by a board of directors
under Iowa Code section 279.13. A teacher may be employed in both an administrative and a
non-administrative position by a board of directors and shall be considered a part–time teacher for
the portion of time that the teacher is employed in a non-administrative position. “Teacher”
includes a licensed individual employed on a less than full–time basis by a school district through
a contract between the school district and an institution of higher education with a practitioner
preparation program in which the licensed teacher is enrolled.
Code No. 302.5-R1
Page 3
CHAPTER 83
TEACHER AND ADMINISTRATOR QUALITY PROGRAMS
DIVISION II
SPECIFIC STANDARDS APPLICABLE TO TEACHER QUALITY PROGRAMS
281—83.3(284) Mentoring and induction program for beginning teachers.
83.3(1) Purpose. The beginning teacher mentoring and induction program is created to promote
excellence in teaching, enhance student achievement, build a supportive environment within
school districts and area education agencies, increase the retention of promising beginning
teachers, and promote the personal and professional well–being of teachers.
83.3(2) Participation. All school districts and area education agencies shall provide a beginning
teacher mentoring and induction program for all beginning teachers. A beginning teacher, as
defined in this chapter, shall be informed by the school district or area education agency, prior to
the beginning teacher’s participation in a mentoring and induction program, of the Iowa teaching
standards and criteria upon which the beginning teacher shall be evaluated and of the evaluation
process utilized by the school district or area education agency. The beginning teacher shall be
comprehensively evaluated by the end of the beginning teacher’s second year of teaching to
determine whether the teacher meets expectations to move to the career level. The school district
or area education agency shall recommend for a standard license a beginning teacher who has
successfully met the Iowa teaching standards as determined by a comprehensive evaluation.
If a beginning teacher who is participating in a mentoring and induction program leaves the employ
of a school district or area education agency prior to completion of the program, the school district
or area education agency subsequently hiring the beginning teacher shall credit the beginning
teacher with the time earned in a program prior to the subsequent hiring. If the general assembly
appropriates moneys for purposes of Iowa Code section 284.5, a school district or area education
agency is eligible to receive state assistance for up to two years for each beginning teacher the
school district or area education agency employs who was formerly employed in an accredited
nonpublic school or in another state as a first–year teacher. The school district or area education
agency employing the teacher shall determine the conditions and requirements of a teacher
participating in a mentoring and induction program.
A school district or area education agency may offer a teacher a third year of participation in the
program if, after conducting a comprehensive evaluation, the school district or area education
agency determines that the teacher is likely to successfully complete the mentoring and induction
program by meeting the Iowa teaching standards by the end of the third year of eligibility. The
third year of eligibility is offered at the employing district’s or area education agency’s expense. A
teacher granted a third year of eligibility shall, in cooperation with the teacher’s evaluator, develop
a plan to meet the Iowa teaching standards and district or area education agency career
expectations. This plan will be implemented by the teacher and supported through the district’s or
area education agency’s mentoring and induction program. The school district or area education
agency shall notify the board of educational examiners that the teacher will participate in a third
year of the school district’s program. The teacher shall undergo a comprehensive evaluation at
the end of the third year.
Code No. 302.5-R1
Page 4
CHAPTER 83
TEACHER AND ADMINISTRATOR QUALITY PROGRAMS
For purposes of comprehensive evaluations for beginning teachers, including the comprehensive
evaluation required for the beginning teacher to progress to career teacher, the Iowa teaching
standards and criteria shall be as described in rule 281—83.4(284). A school district or area
education agency shall participate in state program evaluations.
83.3(3) Plan. Each school district or area education agency shall develop a sequential two–year
beginning teacher mentoring and induction plan based on the Iowa teaching standards. The plan
shall be included in the school district’s comprehensive school improvement plan submitted
pursuant to Iowa Code section 256.7, subsection 21. A school district or area education agency
shall have the board adopt a beginning teacher mentoring and induction program plan and written
procedures for the program. At the board’s discretion, the district or area education agency may
choose to use or revise the model plan provided by the area education agency or develop a plan
locally. The components of a district’s or area education agency’s beginning teacher mentoring
and induction program shall include, but are not limited to, the following:
a. Goals for the program.
b. A process for the selection of mentors.
c. A mentor training process which shall:
(1) Be consistent with effective staff development practices and adult professional needs to
include skills needed for teaching, demonstration, and coaching.
(2) Address mentor needs, indicating a clear understanding of the role of the mentor.
(3) Result in the mentor’s understanding of the personal and professional needs of new
teachers.
(4) Provide the mentor with an understanding of the district expectations for beginning
teacher competencies based on the Iowa teaching standards.
(5) Facilitate the mentor’s ability to provide guidance and support to new teachers.
d. A supportive organizational structure for beginning teachers which shall include:
(1) Activities that provide access and opportunities for interaction between mentor and
beginning teacher that at a minimum provide:
1. Released time for mentors and beginning teachers to plan;
2. The demonstration of classroom practices;
3. The observation of teaching; and
4. Feedback.
(2) Selection process for who will be in the mentor/beginning teacher partnership.
(3) Roles and responsibilities of the mentor.
e. Evaluation process for the program, which shall include:
(1) An evaluation of the district and area education agency program goals,
(2) An evaluation process that provides for the minor and major program revisions, and
(3) A process for how information about the program will be provided to interested
stakeholders.
f. The process for dissolving mentor and beginning teacher partnerships.
g. A plan that reflects the needs of the beginning teacher employed by the district or area
education agency.
h. Activities designed to support beginning teachers by:
(1) Developing and enhancing competencies for the Iowa teaching standards, and
(2) Providing research–based instructional strategies.
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83.3(4) Budget. Funds received by a school district or area education agency from the beginning
teacher mentoring and induction program shall be used for any or all of the following purposes:
a. To pay mentors as they implement the plan. A mentor in a beginning teacher induction
program Approved: under this chapter shall be eligible for an award of $500 per semester for
full participation in the program. A district or area education agency may use local dollars to
increase the mentor award.
b. To pay any applicable costs of the employer’s share of contributions to federal social
security and the Iowa public employees’ retirement system for a pension and annuity
retirement system established under Iowa Code chapter 294 for such amounts paid by the
district or area education agency.
These funds are miscellaneous funds or are considered encumbered. A school district or area
education agency shall maintain a separate listing within its budget for payments received and
expenditures made for this program. Funds that remain unencumbered or unobligated at the end
of the fiscal year will not revert, but will remain available for expenditure for the purposes of the
program until the close of the succeeding fiscal year.
281—83.4(284) Iowa teaching standards and criteria. The Iowa teaching standards and
supporting criteria represent a set of knowledge and skills that reflects the best evidence available
regarding effective teaching. The purpose of the standards and supporting criteria is to provide
Iowa school districts and area education agencies with a consistent representation of the
complexity and the possibilities of quality teaching. The standards shall serve as the basis for
comprehensive evaluations of teachers and as a basis for professional development plans. Each
standard with supporting criteria is outlined as follows:
83.4(1) Demonstrates ability to enhance academic performance and support for and
implementation of the school district’s student achievement goals.
a. The teacher:
(1) Provides evidence of student learning to students, families, and staff.
(2) Implements strategies supporting student, building, and district goals.
(3) Uses student performance data as a guide for decision making.
(4) Accepts and demonstrates responsibility for creating a classroom culture that supports
the learning of every student.
(5) Creates an environment of mutual respect, rapport, and fairness.
(6) Participates in and contributes to a school culture that focuses on improved student
learning.
(7) Communicates with students, families, colleagues, and communities effectively and
accurately.
b. Alternative criteria for area education agency staff who meet the definition of “teacher”
herein. The staff member:
(1) Uses knowledge and understanding of the area education agency’s mission, goals, and
strategic priorities to provide services that enhance academic performance.
(2) Understands and uses knowledge of area education agency and district goals and data
to provide services that enhance academic performance.
(3) Participates in and contributes to a positive learning culture.
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(4) Communicates with students, families, colleagues, and communities effectively and
accurately.
(5) Uses area education agency, district, and student data as a guide for decision making.
83.4(2) Demonstrates competence in content knowledge appropriate to the teaching position.
a. The teacher:
(1) Understands and uses key concepts, underlying themes, relationships, and different
perspectives related to the content area.
(2) Uses knowledge of student development to make learning experiences in the content
area meaningful and accessible for every student.
(3) Relates ideas and information within and across content areas.
(4) Understands and uses instructional strategies that are appropriate to the content area.
b. Alternative criteria for area education agency staff who meet the definition of “teacher”
herein. The staff member:
(1) Understands, communicates, and uses key concepts and best practice in fulfillment of
area education agency roles and responsibilities.
(2) Uses knowledge of child and adolescent development and of adult learning to make
interventions and strategies meaningful, relevant, and accessible.
(3) Relates professional knowledge and services within and across multiple content and
discipline areas.
(4) Understands and supports strategies and interventions that are best practice across
content and discipline areas.
83.4(3) Demonstrates competence in planning and preparing for instruction.
a. The teacher:
(1) Uses student achievement data, local standards, and the district curriculum in planning
for instruction.
(2) Sets and communicates high expectations for social, behavioral, and academic success
of all students.
(3) Uses students’ developmental needs, backgrounds, and interests in planning for
instruction.
(4) Selects strategies to engage all students in learning.
(5) Uses available resources, including technologies, in the development and sequencing of
instruction.
b. Alternative criteria for area education agency staff who meet the definition of “teacher”
herein. The staff member:
(1) Demonstrates the ability to organize and prioritize time, resources, and responsibilities.
(2) Demonstrates the ability to individually and collaboratively plan and prepare professional
services that address the range of district, teacher, parent, and student needs.
(3) Uses district and student data to develop goals and interventions.
(4) Demonstrates the flexibility to plan for professional services based on changing
conditions of the work context and environment.
(5) Uses available resources, including technology, to plan and develop professional
services.
83.4(4) Uses strategies to deliver instruction that meets the multiple learning needs of students.
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a. The teacher:
(1) Aligns classroom instruction with local standards and district curriculum.
(2) Uses research–based instructional strategies that address the full range of cognitive
levels.
(3) Demonstrates flexibility and responsiveness in adjusting instruction to meet student
needs.
(4) Engages students in varied experiences that meet diverse needs and promote social,
emotional, and academic growth.
(5) Connects students’ prior knowledge, life experiences, and interests in the instructional
process.
(6) Uses available resources, including technologies, in the delivery of instruction.
b. Alternative criteria for area education agency staff who meet the definition of “teacher”
herein. The staff member:
(1) Aligns service delivery to district, teacher, parent, and student needs.
(2) Provides consultation, instruction, interventions, and strategies that align with learner
needs.
(3) Demonstrates flexibility and responsiveness in adjusting services to meet diverse learner
needs.
(4) Uses and supports research–based and evidence–based practices to meet learner
needs.
(5) Uses available resources, including technology, to provide professional services that
meet learner needs.
83.4(5) Uses a variety of methods to monitor student learning.
a. The teacher:
(1) Aligns classroom assessment with instruction.
(2) Communicates assessment criteria and standards to all students and parents.
(3) Understands and uses the results of multiple assessments to guide planning and
instruction.
(4) Guides students in goal setting and assessing their own learning.
(5) Provides substantive, timely, and constructive feedback to students and parents.
(6) Works with other staff and building and district leadership in analysis of student progress.
b. Alternative criteria for area education agency staff who meet the definition of “teacher”
herein. The staff member:
(1) Uses appropriate assessment, data collection, and data analysis methods that support
alignment of services with learner needs.
(2) Works collaboratively within the learning community to establish measurable goals and
to identify formative and summative methods to monitor progress and the quality of
implementation.
(3) Communicates the rationale and criteria of assessment and monitoring methods.
(4) Elicits and provides timely and quality feedback on assessment and monitoring.
83.4(6) Demonstrates competence in classroom management.
a. The teacher:
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(1) Creates a learning community that encourages positive social interaction, active
engagement, and self–regulation for every student.
(2) Establishes, communicates, models, and maintains standards of responsible student
behavior.
(3) Develops and implements classroom procedures and routines that support high
expectations for student learning.
(4) Uses instructional time effectively to maximize student achievement.
(5) Creates a safe and purposeful learning environment.
b. Alternative criteria for area education agency staff who meet the definition of “teacher”
herein. The staff member:
(1) Models respectful dialogue and behaviors within and across job responsibilities.
(2) Promotes and maintains a positive, safe, and productive environment.
(3) Works collaboratively and is flexible.
(4) Communicates accurately and effectively.
83.4(7) Engages in professional growth.
a. The teacher:
(1) Demonstrates habits and skills of continuous inquiry and learning.
(2) Works collaboratively to improve professional practice and student learning.
(3) Applies research, knowledge, and skills from professional development opportunities to
improve practice.
(4) Establishes and implements professional development plans based upon the teacher’s
needs aligned to the Iowa teaching standards and district/building student achievement
goals.
b. Alternative criteria for area education agency staff who meet the definition of “teacher”
herein. The staff member:
(1) Demonstrates habits and skills of continuous inquiry and learning.
(2) Works collaboratively to improve professional practices.
(3) Applies and shares research, knowledge, and skills from professional development.
(4) Establishes and implements professional development plans aligned to area education
agency, district, and student learning goals.
83.4(8) Fulfills professional responsibilities established by the school district.
a. The teacher:
(1) Adheres to board policies, district procedures, and contractual obligations.
(2) Demonstrates professional and ethical conduct as defined by state law and district
policy.
(3) Contributes to efforts to achieve district and building goals.
(4) Demonstrates an understanding of and respect for all learners and staff.
(5) Collaborates with students, families, colleagues, and communities to enhance student
learning.
b. Alternative criteria for area education agency staff who meet the definition of “teacher”
herein. The staff member:
(1) Adheres to board policies, area education agency procedures, federal and state rules,
and contractual obligations.
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(2) Demonstrates professional and ethical conduct as defined by state law and area
education agency policies.
(3) Contributes to efforts to achieve area education agency goals.
(4) Demonstrates an understanding of and respect for all learners.
(5) Collaborates with all learners.
83.4(9) The school board shall provide comprehensive evaluations for beginning teachers using
the Iowa teaching standards and criteria listed in rule 281—83.4(284). The school board, for the
purposes of performance reviews for teachers other than beginning teachers, shall provide
evaluations that contain, at a minimum, the Iowa teaching standards and criteria listed in rule
281—83.4(284). A local school board and its certified bargaining representative may negotiate,
pursuant to Iowa Code chapter 20, additional teaching standards and criteria for use in a
performance review. In any school district or area education agency where there is no certified
bargaining unit, additional standards and criteria may be determined by the board.
281—83.5(284) Evaluator approval training. The department shall approve eligible providers
and their programs to conduct evaluator training. Only individuals certified through programs
Approved: by the department shall qualify for evaluator certification by the board of educational
examiners. Approved: evaluator training programs shall be designed to align with the Iowa
teaching standards and criteria, provide evaluators with the skills to conduct comprehensive
evaluations and performance reviews as required by Iowa Code chapter 284, and provide for the
evaluation of the progress made on individual professional development plans. This training for
evaluators shall incorporate components of theory, demonstration, practice, and application of
evaluation knowledge and skills.
83.5(1) Application requirements for providers of evaluator approval training. Approved:
applications for the provision of evaluator approval training shall include, but are not limited to, the
following components:
a. A curriculum that addresses participant skill development in the areas of:
(1) The identification of quality instruction and practices based on the Iowa teaching
standards and criteria;
(2) The use of multiple forms of data collection for identifying and supporting performance
and development;
(3) The understanding and development of conferencing and feedback skills; and
(4) The development of skills in data–based decision making.
b. Demonstration that the evaluator approval training process design provides training as
specified in this rule.
c. A description of the process used to deliver the training to participants.
d. A description of the procedures developed to certify the skill attainment of the evaluator
being trained.
e. A budget.
f. Staff qualifications.
g. Evidence of the provider’s expertise in evaluation design and training processes.
h. Provisions for leadership to support and implement ongoing professional development
focused on student learning.
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i.
A process that evaluates the effectiveness of the implementation of the training process and
demonstrates that the trainees have attained the knowledge and skills as described in
paragraph “a.” This evaluation shall be conducted on an annual basis and submitted to the
department.
83.5(2) Process used for the approval of evaluator approval training program applications.
Eligible providers shall submit an application on forms prescribed by the department. Applications
for new providers will be accepted and Reviewed: by the department by July 1 of each year. A
review panel shall be convened to review applications for evaluator approval training programs
based on the requirements listed in subrule 83.5(1). The panel shall recommend for approval and
the department shall approve the evaluator approval training programs that meet the requirements
listed in subrule 83.5(1). Applicants shall be notified of their status within 30 days of the
application deadline. An Approved: list of private providers shall be maintained on the department
Web site with an annual notification to school districts and area education agencies of the Web
site address that contains provider information.
Eligible providers may be public or private entities, including, but not limited to, school districts,
consortia, and other public or private entities including professional organizations. Applicants shall
meet all applicable federal, state, and local health, safety and civil rights laws. Higher education
administrative practitioner preparation institutions shall meet the review process through the state
board approval and accreditation process for these institutions.
83.5(3) Local teacher evaluation plans. Local districts and area education agencies shall
develop and implement a teacher evaluation plan that contains the following components:
a. The use of the Iowa teaching standards and criteria;
b. Provisions for the comprehensive evaluation of beginning teachers that include a review of
the teacher’s progress on the Iowa teaching standards as set forth in rule 281—83.4(284)
and the use of the comprehensive evaluation instrument developed by the department;
c. Provisions for the performance reviews of teachers other than beginning teachers once
every three years that include, at a minimum, classroom observation of the teacher, a review
of the teacher’s progress on the Iowa teaching standards as set forth in rule 281—83.4(284)
and additional standards and criteria if established under subrule 83.4(9), a review of the
implementation of the teacher’s individual professional development plan, and supporting
documentation from other evaluators, teachers, parents, and students;
d. Provisions for individual professional development plans for teachers other than beginning
teachers;
e. Provisions for an intensive assistance program as provided in Iowa Code section 284.8 that
addresses the remediation defined under subrules 83.4(1) through 83.4(8) or any other
standards or criteria established by a collective bargaining agreement.
A local school board and its certified bargaining representative shall negotiate, pursuant to Iowa
Code chapter 20, evaluation and grievance procedures for beginning teachers and for teachers
other than beginning teachers that are not in conflict with Iowa Code chapter 284. If a supervisor
or an evaluator determines, at any time, as a result of a teacher’s performance that the teacher is
not meeting district expectations under subrules 83.4(1) through 83.4(8) or any other standards or
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criteria established in the collective bargaining agreement, the evaluator shall, at the direction of
the teacher’s supervisor, recommend to the district that the teacher participate in an intensive
assistance program. The intensive assistance program and its implementation are subject to
negotiation or grievance procedures established pursuant to Iowa Code chapter 20.
281—83.6(284) Professional development for teachers.
83.6(1) Individual teacher professional development plan. Each school district and area
education agency shall support the development and implementation of the individual teacher
professional development plan for teachers other than beginning teachers. The purpose of the
individual plan is to promote individual and collective professional development. At a minimum,
the goals for an individual teacher professional development plan must be based on the relevant
Iowa teaching standards that support the student achievement goals of the attendance center and
school district or area education agency, as appropriate, as outlined in the comprehensive school
improvement plan, and the needs of the teacher. The goals shall go beyond those required under
the attendance center professional development plan described in subrule 83.6(2), paragraph “c.”
The learning opportunities provided to meet the goals of the individual teacher plan include
individual study and collaborative study of district–determined or area education agency–
determined content to the extent possible. The individual plan shall be developed by the teacher
in collaboration with the teacher’s evaluator. An annual meeting shall be held between the
teacher’s evaluator and the teacher to review the goals and refine the plan.
83.6(2) Professional development for school districts and area education agencies. The
following requirements shall apply to professional development for school districts and area
education agencies.
a. District or area education agency professional development plan. Each school district shall
incorporate the district professional development plan into its comprehensive school
improvement plan pursuant to Iowa Code subsection 284.6(3). Each area education agency
shall develop a professional development plan for the agency as a whole and shall
incorporate the same into its comprehensive improvement plan pursuant to rule 281—
72.9(273). The district or area education agency professional development plan shall be a
long–term plan designed and implemented to increase student achievement and shall
include all site and district or area education agency personnel responsible for instruction.
The district or area education agency professional development plan shall contain, but not
be limited to, the following:
(1) Documentation that the professional development is based on student data and other
needs assessment; aligned with district student achievement goals; and focused on
instruction, curriculum, and assessment.
(2) Documentation that professional development learning opportunities are research–
based and aligned with the Iowa teaching standards and criteria.
(3) Identification of the Approved: professional development provider(s).
(4) A description of a process that includes theory, demonstration, practice, observation,
collaboration, and the study of implementation.
(5) A description of a program evaluation design for formative and summative evaluation
processes.
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b. Professional development standards. Implementation of a school district’s or area education
agency’s professional development plan shall meet the following standards:
(1) Align with the Iowa teaching standards and criteria;
(2) Deliver research–based instructional strategies aligned with the student achievement
goals established by the district;
(3) Deliver professional development training and learning opportunities that are targeted at
instructional improvement and designed with the following components:
1. Student achievement data and analysis;
2. Theory;
3. Classroom demonstration and practice;
4. Observation and reflection;
5. Teacher collaboration and study of implementation; and
6. Integration of instructional technology, if applicable;
(4) Include an evaluation component of professional development that documents the
improvement in instructional practice and the effect on student learning; and
(5) Support the professional development needs of district licensed staff responsible for
instruction.
c. Attendance center professional development plans. Each attendance center within a school
district shall develop an attendance center professional development plan as a means of
promoting group professional development. An attendance center professional development
plan shall further the needs of the teachers in the attendance center and shall enhance the
student achievement goals of the attendance center and the goals of the district.
d. Individual professional development plans. The school district and area education agency
shall support the development and implementation of the individual teacher professional
development plan for each teacher as outlined in subrule 83.6(1). Each individual teacher
professional development plan shall align to the fullest extent possible with the district
professional development plan.
e. Beginning teacher mentoring and induction. The school district shall support the
development and implementation of a beginning teacher mentoring and induction plan as
outlined in subrule 83.3(3). The district beginning teacher mentoring and induction plan shall
be included in the comprehensive school improvement plan submitted pursuant to Iowa
Code section 256.7(21), paragraph “a,” and shall align with the district professional
development plan described in subrule 83.6(2), paragraph “a.”
f. Organizational support for professional development. The school district shall provide
resources and support for the district professional development plan, including professional
development provider(s), time for collaborative work of staff, budget, policies, and
procedures.
83.6(3) Professional development provider requirements.
a. A provider may be a school district, an area education agency, a higher education institution,
a public or private entity including a professional organization that provides long–term,
ongoing support of the district’s or area education agency’s professional development plan,
or a consortium of any of the foregoing. An educational organization or program with specific
professional development accreditation or approval from the department is an Approved:
provider.
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b. Provider approval procedures must be followed to approve providers identified in the
district’s or area education agency’s professional development plan that are not currently
accredited or Approved: through state accreditation procedures. The potential provider must
submit to the school district a written application that provides the following documentation:
(1) How the provider will deliver technical assistance that meets the Iowa professional
development standards provided in subrule 83.6(2), paragraph “b.”
(2) How the provider intends to assist the local district in designing, implementing, and
evaluating professional development that meets the requirements established in subrule
83.6(2), paragraph “a.”
(3) A description of the qualifications of the provider.
(4) Evidence of the provider’s expertise in professional development.
(5) A budget.
(6) Procedures for evaluating the effectiveness of the technical assistance delivered by the
provider.
281—83.7(284) Teacher quality committees. Each school district and area education agency
shall create a teacher quality committee pursuant to 2007 Iowa Code Supplement section 284.4.
The committee is subject to the requirements of the Iowa open meetings law (Iowa Code chapter
21). To the extent possible, committee membership shall have balanced representation with
regard to gender. The committee shall do all of the following:
1. Monitor the implementation of the requirements of statutes and administrative code
provisions relating to this chapter, including requirements that affect any agreement
negotiated pursuant to Iowa Code chapter 20.
2. Monitor the evaluation requirements of this chapter to ensure evaluations are
conducted in a fair and consistent manner throughout the school district or agency.
In addition to any negotiated evaluation procedures, develop model evidence for the
Iowa teaching standards and criteria. The model evidence will minimize paperwork
and focus on teacher improvement. The model evidence will determine which
standards and criteria can be met through observation and which evidence meets
multiple standards and criteria.
3. Determine, following the adoption of the Iowa professional development model by the
state board of education, the use and distribution of the professional development
funds distributed to the school district or agency as provided in 2007 Iowa Code
Supplement section 284.13, subsection 1, paragraph “d,” based upon school district
or agency, attendance center, and individual teacher professional development plans.
4. Monitor the professional development in each attendance center to ensure that the
professional development meets school district or agency, attendance center, and
individual teacher professional development plans.
5. Ensure the agreement negotiated pursuant to Iowa Code chapter 20 determines the
compensation for teachers on the committee for work responsibilities required
beyond the normal workday.
6. Make recommendations to the school board and the certified bargaining
representative regarding the expenditures of market factor incentives.
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DIVISION III
SPECIFIC STANDARDS APPLICABLE TO ADMINISTRATOR QUALITY PROGRAMS
281—83.8(284A) Administrator quality program. An administrator quality program is
established to promote high student achievement and enhanced educator quality. The program
shall consist of the following four major components:
1. Adherence to the Iowa school leadership standards and criteria as the minimum
basis for evaluations of administrators and as the basis for professional development
plans for administrators.
2. Mentoring and induction programs that provide support for administrators in
accordance with 2007 Iowa Code Supplement section 284A.5.
3. Professional development designed to directly support best practice for leadership.
4. Evaluation of administrators against the Iowa standards for school administrators.
281—83.9(284A) Mentoring and induction program for administrators.
83.9(1) Purpose. A beginning administrator mentoring and induction program is created to
promote excellence in school leadership, improve classroom instruction, enhance student
achievement, build a supportive environment within school districts, increase the retention of
promising school leaders, and promote the personal and professional well–being of administrators.
83.9(2) District participation. Each school board shall establish an administrator mentoring
program for all beginning administrators. The school board may adopt the model program
developed by the department or develop the program locally. Each school board’s beginning
administrator mentoring and induction program shall, at a minimum, provide for one year of
programming to support the Iowa standards for school administrators adopted pursuant to 2007
Iowa Code Supplement section 256.7(27), and to support beginning administrators’ professional
and personal needs. Each school board shall include in the program the mentor selection
process, supports for beginning administrators, and the organizational and collaborative
structures. Each district must also provide the budget, establish a process for sustainability of the
program, and establish a process for program evaluation. The school board employing an
administrator shall determine the conditions and requirements of an administrator participating in a
program established pursuant to this rule. A school board shall include its plan in the school
district’s comprehensive school improvement plan.
83.9(3) Recommendation for licensure. By the end of a beginning administrator’s first year of
employment, the beginning administrator shall be comprehensively evaluated to determine if the
administrator meets expectations to move to a professional administrator license. The school
district or area education agency shall recommend the beginning administrator for a professional
administrator license to the board of educational examiners upon the administrator’s completion of
a successful comprehensive evaluation. The evaluation process must include documented
evidence of the administrator’s competence in meeting the Iowa leadership standards. A school
district or area education agency may allow a beginning administrator a second year to
demonstrate competence in the Iowa standards for school administrators if, after conducting a
comprehensive evaluation, the school district or area education agency determines that the
administrator is likely to successfully demonstrate competence in the Iowa standards for school
administrators by the end of the second year. Upon notification by the school district or area
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education agency, the board of educational examiners shall grant a beginning administrator who
has been allowed a second year to demonstrate competence a one–year extension of the
beginning administrator’s initial license. An administrator granted a second year to demonstrate
competence shall undergo a comprehensive evaluation at the end of the second year.
281—83.10(284A) Iowa school leadership standards and criteria for administrators. The Iowa
school leadership standards and criteria represent a set of knowledge and skills that reflects the
best evidence available regarding effective leadership. The standards and criteria provide school
districts with a consistent basis for evaluations of administrators and serve as the basis for
professional development plans for administrators. A local school board may establish additional
administrator standards and related criteria, but shall at a minimum utilize the following standards,
with supporting criteria listed after each, in evaluating its school leaders and adopting individual
professional development plans therefore:
83.10(1) Shared vision. An educational leader promotes the success of all students by
facilitating the development, articulation, implementation, and stewardship of a vision of learning
that is shared and supported by the school community. The administrator:
a. In collaboration with others, uses appropriate data to establish rigorous, concrete goals in
the context of student achievement and instructional programs.
b. Uses research and best practice in improving the educational program.
c. Articulates and promotes high expectations for teaching and learning.
d. Aligns and implements the educational program, plans, actions, and resources with the
district’s vision and goals.
e. Provides leadership for major initiatives and efforts to effectuate change.
f. Communicates effectively with various stakeholders regarding progress with school
improvement plan goals.
83.10(2) Culture of learning. An educational leader promotes the success of all students by
advocating, nurturing, and sustaining a school culture and instructional program conducive to
student learning and staff professional development. The administrator:
a. Provides leadership for assessing, developing, and improving the climate and culture of
learning.
b. Systematically and fairly recognizes and celebrates accomplishments of staff and students.
c. Provides leadership, encouragement, opportunities, and structure for staff to continually
design more effective teaching and learning experiences for all students.
d. Monitors and evaluates the effectiveness of curriculum, instruction, and assessment.
e. Evaluates staff and provides ongoing coaching for improvement.
f. Ensures that staff members have professional development that directly enhances their
performance and improves student learning.
g. Uses current research and theory about effective schools and leadership to develop and
revise the administrator’s professional growth plan.
h. Promotes collaboration with all stakeholders.
i. Is easily accessible and approachable to all stakeholders.
j. Is highly visible and engaged in the school community.
k. Articulates the desired school culture and shows evidence about how it is reinforced.
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83.10(3) Management. An educational leader promotes the success of all students by ensuring
management of the organization, operations, and resources for a safe, efficient, and effective
learning environment. The administrator:
a. Complies with state and federal mandates and local school board policies.
b. Recruits, selects, inducts, and retains staff to support quality instruction.
c. Addresses current and potential issues in a timely manner.
d. Manages fiscal and physical resources responsibly, efficiently, and effectively.
e. Protects instructional time by designing and managing operational procedures to maximize
learning.
f. Communicates effectively with both internal and external audiences about the operations of
the school.
83.10(4) Family and community. An educational leader promotes the success of all students by
collaborating with families and community members, responding to diverse community interests
and needs, and mobilizing community resources. The administrator:
a. Engages family and community by promoting shared responsibility for student learning and
support of the educational system.
b. Promotes and supports a structure for family and community involvement in the educational
system.
c. Facilitates the connections of students and families to the health and social services that
support a focus on learning.
d. Collaboratively establishes a culture that welcomes and honors families and community and
seeks ways to engage them in student learning.
83.10(5) Ethics. An educational leader promotes the success of all students by acting with
integrity and fairness and in an ethical manner. The administrator:
a. Demonstrates ethical and professional behavior.
b. Demonstrates values, beliefs, and attitudes that inspire others to higher levels of
performance.
c. Fosters and maintains caring professional relationships with staff.
d. Demonstrates appreciation for and sensitivity to diversity in the school community.
e. Is respectful of divergent opinions.
83.10(6) Societal context. An educational leader promotes the success of all students by
understanding the profile of the community and by responding to and influencing the larger
political, social, economic, legal, and cultural context. The administrator:
a. Collaborates with service providers and other decision makers to improve teaching and
learning.
b. Advocates for the welfare of all members of the learning community.
c. Designs and implements appropriate strategies to reach desired goals.
281—83.11(284A) Evaluation. The board of directors of a school district shall conduct an
evaluation of an administrator who holds a professional administrator license issued under Iowa
Code chapter 272 at least once every three years for purposes of assisting the administrator in
making continuous improvements, documenting continued competence in the Iowa standards for
school administrators adopted pursuant to 2007 Iowa Code Supplement section 256.7(27), and
determining whether the administrator’s practice meets the board’s expectations for the school
Code No. 302.5-R1
Page 17
CHAPTER 83
TEACHER AND ADMINISTRATOR QUALITY PROGRAMS
district. The review shall include, at a minimum, an assessment of the administrator’s competence
in meeting the Iowa standards for school administrators and the goals of the administrator’s
individual professional development plan, including supporting documentation or artifacts aligned
to the Iowa standards for school administrators and the individual administrator’s professional
development plan.
281—83.12(284A) Professional development of administrators.
83.12(1) Responsibility of district. Each school district shall be responsible for the provision of
professional growth programming for individuals employed in a school district administrative
position by the school district or area education agency as deemed appropriate by the board of
directors of the school district or area education agency. School districts may collaborate with
other educational stakeholders, including other school districts, area education agencies,
professional organizations, higher education institutions, and private providers, regarding the
provision of professional development for school district administrators. Professional development
programming for school district administrators may include support that meets the individual
administrator’s professional development needs as aligned to the Iowa standards for school
administrators adopted pursuant to 2007 Iowa Code Supplement section 256.7(27), and that
meets individual administrator professional development plans.
83.12(2) Individual plans. In cooperation with the administrator’s evaluator, an administrator
who has a standard administrator’s license issued by the board of educational examiners pursuant
to Iowa Code chapter 272 and is employed by a school district or area education agency in a
school district administrative position shall develop an individual administrator professional
development plan. The purpose of the plan is to promote individual and group professional
development. The individual plan shall be based, at a minimum, on the needs of the
administrator. The individual plan shall be aligned, as appropriate, to the Iowa standards for
school administrators adopted pursuant to 2007 Iowa Code Supplement section 256.7(27), and
the student achievement goals of the attendance center and the school district as set forth in the
comprehensive school improvement plan.
83.12(3) Role of evaluator. The administrator’s evaluator shall meet annually as provided in
Iowa Code section 279.23A with the administrator to review progress in meeting the goals in the
administrator’s individual professional development plan. The purpose of the meeting shall be to
review collaborative work with other staff on student achievement goals and to modify as
necessary the administrator’s individual professional development plan to reflect the individual
administrator’s and the school district’s needs and the administrator’s progress in meeting the
goals in the plan. The administrator shall provide evidence of progress toward meeting the goals.
Modifications to the plan may be made jointly by the administrator and the administrator’s
supervisor, or the supervisor may adjust the plan. Any changes in the plan made unilaterally by a
supervisor must be clearly documented for the administrator.
These rules are intended to implement Iowa Code chapters 284 and 284A as amended by 2007
Iowa Acts, chapter 108.
Approved:: September 15, 2008
Reviewed:: _______________
Revised:: _______________
Code No. 302.6
SUPERINTENDENT PROFESSIONAL DEVELOPMENT
The board encourages the superintendent to continue professional growth by being involved in
professional organizations, attending conferences, continuing education, and participating in other
professional activities.
It shall be the responsibility of the superintendent to arrange the superintendent's schedule in
order to enable attendance at various conferences and events. If a conference or event requires
the superintendent to be absent from the office for more than three days, requires overnight
traveling, or involves unusual expense, the superintendent shall bring it to the attention of the
board president prior to attending the event.
The superintendent shall report to the board after an event.
Cross Reference:
303.7 Administrator Professional Development
401.7 Employee Travel Compensation
Approved: Jan. 15, 1990
Reviewed: Dec. 18, 1995
Revised: _____________
Code No. 302.7
SUPERINTENDENT CIVIC ACTIVITIES
The board encourages the superintendent to be involved in the school district community by
belonging to school district community organizations and attending and participating in school
district community activities.
It shall be the responsibility of the superintendent to become involved in school district community
activities and events. The board may include a lump sum amount as part of the superintendent's
compensation to be used specifically for paying the annual fees of the superintendent for school
district community activities and events if, in the board's judgment, the superintendent's
participation will further the public purpose of promoting and deriving support for the school district
and public education in general. It shall be within the discretion of the board to pay annual fees for
professional organizations and activities.
Cross Reference:
302.3 Superintendent Salary and Other Compensation
303.8 Administrator Civic Activities
Approved: Dec. 18, 1995
Reviewed: ____________
Revised: ________________
Code No. 302.8
SUPERINTENDENT CONSULTING/OUTSIDE EMPLOYMENT
The superintendent's position is considered full-time employment. The board expects the
superintendent to give the responsibilities of the position precedence over other employment. The
superintendent may accept consulting or outside employment for pay as long as, in the judgment
of the board, the work is conducted on the superintendent's personal time and it does not interfere
with the performance of the superintendent's duties contracted by the board.
The board reserves the right, however, to request that the superintendent cease the outside
employment as a condition of continued employment. The board shall give the superintendent
thirty days notice to cease outside employment.
Cross Reference:
302.2 Superintendent Contract and Contract Nonrenewal
302.4 Superintendent Duties
Approved: Dec. 18, 1995
Reviewed: ____________
Revised: ______________
Code No. 303.1
ADMINISTRATIVE POSITIONS
The school district shall have, in addition to the superintendent, other administrative positions:
High School Principal, Elementary Principal, and additional administrative support positions
deemed necessary by the board, (e.g. Dean of Students, School Improvement Coordinator).
These administrators shall work closely with the superintendent in the day-to-day operations of the
school district.
It shall be the responsibility of these administrators to uphold board policy, to instill a positive,
cooperative environment with employees, and to share their expertise with each other and the
board under the management team concept.
Cross Reference:
301 Administrative Structure
303 Administrative Employees
Approved:: December 18, 1995 Reviewed:: _______________
Revised:: February 21, 2011
Code No. 303.2
ADMINISTRATOR QUALIFICATIONS, RECRUITMENT, APPOINTMENT
The board will employ building principals and other administrators, in addition to the
superintendent, to assist in the daily operations of the school district.
The board will consider applicants who meet or exceed the standards set by the Iowa Department
of Education and the qualifications established in the job description for the position. In employing
an administrator, the board shall consider the qualifications, credentials and records of the
applicants without regard to race, color, national origin, gender, disability, age, religion, creed,
sexual orientation and gender identity. In keeping with the law, however, the board will consider
the veteran status of the applicants. The board will look closely at the training, experience, skill
and demonstrated competence of qualified applicants in making its final decision.
In choosing an administrator, the board shall also consider the school district's educational
philosophy, financial condition, organizational structure, education programs, and other factors
deemed relevant by the board.
It is the responsibility of the superintendent to make a recommendation to the board for filling an
administrative position, based on the requirements stated in this policy. The board will act only on
the superintendent's recommendation.
The board may contract for assistance in the search for administrators.
Cross Reference:
303 Administrative Employees
Approved:: Jan. 15, 1990
Reviewed:: _______________
Revised:: March 21, 2011
Code No. 303.3
ADMINISTRATOR CONTRACT AND CONTRACT NONRENEWAL
The length of the contract for employment between an administrator and the board shall be
determined by the board and stated in the contract. The contract shall also state the terms of the
employment.
The first two years of a contract issued to a newly employed administrator shall be considered a
probationary period. The board may waive this period. The probationary period may be extended
for an additional year upon the consent of the administrator. In the event of termination of a
probationary or nonprobationary contract, the board shall afford the administrator appropriate due
process, including notice by May 15. The administrator and board may mutually agree to
terminate the administrator's contract.
If an administrator's contract is not being renewed by the board, the contract will be extended
automatically for additional one-year periods beyond the end of its term until it is modified or
terminated as mutually agreed to by the parties or until the administrator's contract is terminated
consistent with statutory termination procedures.
It shall be the responsibility of the superintendent to create a contract for each administrative
position.
Administrators who wish to resign, to be released from a contract, or to retire, must comply with
board policies regarding the areas of resignation, release or retirement.
Cross Reference:
303 Administrative Employees
Approved: Dec. 18, 1995
Reviewed: _____________
Revised: _______________
Code No. 303.4
ADMINISTRATOR SALARY AND OTHER COMPENSATION
The board has complete discretion to set the salary of the administrators. It shall be the
responsibility of the board to set the salary and benefits of the administrators at a level that will
include consideration of, but not be limited to, the economic condition of the school district and the
training, experience, skill, and demonstrated competence of the administrators. The salary shall
be set at the beginning of each contract period.
In addition to the salary and benefits agreed upon, the administrator's actual and necessary
expenses shall be paid by the school district when the administrator is performing work-related
duties. The board may approve the payment of other benefits or compensation over and above
the administrator's contract. Approval of other benefits or items of an administrator's
compensation shall be included in the records of the board in accordance with board policy.
Cross Reference:
303 Administrative Employees
Approved: Dec. 18, 1995
Reviewed: _______________
Revised: _______________
Code No. 303.5
ADMINISTRATOR DUTIES
Administrators shall be hired by the board to assist the superintendent in the day-to-day
operations of the school district.
Each attendance center shall have a building principal responsible for the administration and
operation of the attendance center. Each building principal, as chief administrator of the assigned
attendance center, shall be responsible for the building and grounds, for the students and
employees assigned to the attendance center, for school activities at the attendance center, for
the education program offered in the attendance center, and the budget for the attendance center.
The principal shall be considered the professional advisor to the superintendent in matters
pertaining to the attendance center supervised by the principal. Although the principals serve
under the direction of the superintendent, duties of the principal may include, but not be limited to
the following:
•
•
•
•
•
•
•
•
•
•
•
•
•
Cooperate in the general organization and plan of procedure in the school under the
principal's supervision;
Supervision of the teachers in each principal's attendance center;
Maintain the necessary records for carrying out delegated duties;
Work with the superintendent in rating, recommending and selecting supervised
employees whenever possible;
Work with the superintendent in determining the education program to be offered and in
arranging the schedules. As much of the schedule as possible should be made before
school closes for summer vacation. In the matter of courses offered, the final approval
rests with the superintendent who is in turn responsible to the board;
Ensure that proper care is taken of all school books, supplies, materials, equipment,
furniture and facilities;
Instruct teachers to make a complete annual inventory of all school property contained in
their individual rooms. This inventory shall be Reviewed: and filed with the board
secretary;
Investigate excessive cases of absence or tardiness of students and notify the parents or
guardians of unexcused absence or tardiness. All such cases shall be reported to the
superintendent;
Make such reports from time to time as the superintendent may require;
Maintain the regular schedule of school hours established by the board and make no
temporary changes in the schedule without the consent of the superintendent;
Promptly notify the superintendent whenever ventilation, sanitation or heating of the
building is unsatisfactory;
Contribute to the formation and implementation of general policies and procedures of the
school;
Perform such other duties as may be assigned by the superintendent of schools.
This list of duties shall not act to limit the board's authority and responsibility over the position of
the administrators. In executing these duties and others the board may delegate, the
administrators shall consider the school district's financial condition as well as the needs of the
students in the school district.
Code No. 303.5
Page 2
ADMINISTRATOR DUTIES
DIVISION OF DUTIES, PRINCIPALS
•
Assist with recommendations;
•
Suggest, recommend and supervise as needed;
•
Formulate workable rules;
•
Provide immediate supervision of all faculty members. The instructional and activity
program may be specifically directed;
•
Suggest necessary recommendations;
•
Provide necessary rules and enforcement to maintain good discipline;
•
Provide leadership;
•
See that proper schedules are prepared and presented to the Superintendent for approval;
•
County hired personnel work directly with and through principals;
•
Attend school board meetings as requested;
•
Assist as requested and necessary;
•
Deposit properly and promptly all collections
•
Study and recommend textbook adoptions
•
Provide suggestions;
•
Give suggestions and approvals;
•
Maintain necessary supplementary records;
•
Maintain participation records and financial records;
•
Administer details of participation, collections and claims;
•
Set policies and details on lesson plans and reports;
•
Suggest and recommend curriculum;
•
Organize and operate programs;
•
Recommend duty schedules;
•
See that proper uses are made and set up schedules, approve requests;
•
Provide safe-guarding of supplies and adequate distribution;
•
See that all collections are made completely and promptly;
•
Report suggestions;
•
Provide necessary substitutes in rooms on days necessary from prepared list;
•
Assist as requested.
Cross Reference:
301 Administrative Structure
303 Administrative Employees
Approved:: Jan. 15, 1990
Reviewed:: Dec. 20, 2010
Revised:: Dec. 18, 1995
Code No. 303.6
ADMINISTRATOR EVALUATION PROCESS
NORTH FAYETTE COMMUNITY SCHOOL DISTRICT
Timeline
Summer:
Administrator will establish 2-4 proposed building goals for Superintendent’s
consideration. Goals will be based on needs identified in the administrator’s
previous year evaluation or through board or administrator identified district
priorities, mission and vision statements.
September:
Administrator’s Professional development plan submitted to Superintendent.
December:
Mid-Year review based on informal observations of progress towards goals,
building initiatives and Iowa School Leadership Standards.
April, Year 3: Superintendent receives administrator’s portfolio for review and comment in
preparation of 3 yr summary evaluation in May.
May, Years
1 and 2:
Completion of administrator’s formative review, including scoring and
comment for each of the 6 standards.
May, Year 3: Summative evaluation with review of artifacts and scoring for each of 6 standards.
Scoring and comment guidelines
Scoring scale will be a 1 – 4 Likert scale where:
1 – unsatisfactory
2 – needs improvement
3 – meets expectations
4 – superior
Mid Year reviews (December) do not require scoring, just comment on each standard.
Annual evals, whether formative or summative, will be scored and included in the administrator’s
personnel file.
Approved:: Dec. 20, 2010
Reviewed:: ________________
Revised:: ___________________
Code No. 303.6-E1
ADMINISTRATOR’S EVALUATION
NORTH FAYETTE COMMUNITY SCHOOL DISTRICT
_____Formative
_____Summative
Standard #1: An administrator is an educational leader who promotes the success of all students
by facilitating the development, articulation, implementation, and stewardship
of a vision of learning that is shared and supported by the school community.
Performance Indicators
Score
_____1.1
_____1.2
_____1.3
_____1.4
_____1.5
_____1.6
In collaboration with others, uses appropriate data to establish rigorous, concrete
goals in the context of student achievement and instructional programs.
Uses research and/or best practices in improving the education program.
Articulates and promotes high expectations for teaching and learning.
Aligns and implements the education programs, plans action and resources with
the district’s vision and goals.
Provides leadership for major initiatives and change efforts.
Communicates effectively to various stakeholders regarding progress with school
improvement plan goals.
_____ Overall standard 1 score
Supporting Evidence/Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______
__________________________________________________________________________
_________
Standard
#2: An administrator is an educational leader who promotes the success of all students
by advocating, nurturing and sustaining a school culture and instructional
program conducive to student learning and staff professional development.
Performance Indicators
Score
_____2.1
_____2.2
_____2.3
_____2.4
_____2.5
Provides leadership for assessing, developing and improving climate and culture.
Systematically and fairly recognizes and celebrates accomplishments of staff and
students.
Provides leadership, encouragement, opportunities and structure for staff to
continually design more effective teaching and learning experiences for all
students.
Monitors and evaluates the effectiveness of curriculum, instruction and
assessment.
Evaluates staff and provides ongoing coaching for improvement.
Code No.303.6-E1
Page 2
ADMINISTRATOR’S EVALUATION
_____2.6
_____2.7
_____2.8
_____2.9
_____2.10
_____2.11
Ensures staff members have professional development that directly enhances their
performance and improves student learning.
Uses current research and theory about effective schools and leadership to develop
and revise his/her professional growth plan.
Promotes collaboration with all stakeholders.
Is easily accessible and approachable to all stakeholders.
Is highly visible and engaged in the school community.
Articulates the desired school culture and shows evidence about how it is
reinforced.
_____ Overall standard 2 score
Supporting Evidence/Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______
__________________________________________________________________________
_________
Standard
#3: An administrator is an educational leader who promotes the success of all students
by ensuring management of the organization, operations and resources for a
safe, efficient and effective learning environment.
Performance Indicators
Score
_____3.1
_____3.2
_____3.3
_____3.4
_____3.5
_____3.6
Complies with state and federal mandates and local board policies.
Recruits, select, induct and retain staff to support quality instruction.
Addresses current and potential issues in a timely manner.
Manages fiscal and physical resources responsibility, efficiently and effectively.
Protects instructional time by designing and managing operational procedures to
maximize learning.
Communicates effectively with both internal and external audiences about the
operations of the school.
_____ Overall standard 3 score
Supporting Evidence/Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______
__________________________________________________________________________
_________
Code No. 303.6-E1
Page 3
ADMINISTRATOR’S EVALUATION
Standard #4: An administrator is an educational leader who promotes the success of all students
by collaborating with families and community members, responding to diverse
community interests and needs and mobilizing community resources.
Performance Indicators
Score
_____4.1
_____4.2
_____4.3
_____4.4
Engages family and community by promoting shared responsibility for student
learning and support of the education system.
Promotes and supports a structure for family and community involvement in the
education system.
Facilitates the connections of students and families to the health and social
services that support a focus on learning.
Collaboratively establishes a culture that welcomes and honors families and
community and seeks ways to engage them in student learning.
_____ Overall standard 4 score
Supporting Evidence/Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______
__________________________________________________________________________
Standard #5: An administrator is an educational leader who promotes the success of all students
_________ by acting with integrity, fairness and in an ethical manner.
Performance Indicators
Score
_____5.1
_____5.2
_____5.3
_____5.4
_____5.5
Demonstrates ethical and professional behavior.
Demonstrates values, beliefs and attitudes that inspire others to higher levels of
performance.
Fosters and maintains caring professional relationships with staff.
Demonstrates appreciation for and sensitivity to diversity in the school community.
Is respectful of divergent opinions.
_____ Overall standard 5 score
Supporting Evidence/Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______
__________________________________________________________________________
_________
Code No. 303.6-E1
Page 4
ADMINISTRATOR’S EVALUATION
Standard #6: An administrator is an educational leader who promotes the success of all students
by understanding the profile of the community, and responding to and
influencing the larger political, social, economic, legal and cultural context.
Performance Indicators
Score
_____6.1
_____6.2
_____6.3
Collaborates with service providers and other decision-makers to improve teaching
and learning.
Advocates for the welfare of all members of the learning community.
Designs and implements appropriate strategies to reach desired goals.
_____ Overall standard 6 score
Supporting Evidence/Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______
__________________________________________________________________________
_________
Part
II: The Summative Evaluation
Part II includes a final form and a review of Building Goals to be placed in the administrator's
personnel file.
Overall End of Year Summary
(Place a check (! ) in either the Satisfactory or
Unsatisfactory column for each goal)
Job Responsibilities
Overall Standards
Building Goal 1
Building Goal 2
Building Goal 3
Building Goal 4
Building Goal 5
Summative Rating
Satisfactory
4
3
Unsatisfactory
2
1
Code No. 303.6-E1
Page 5
ADMINISTRATOR’S EVALUATION
Administrator Comments:
Board Comments:
______________________________________________________________________________
Administrator's Signature: _________________________________ Date:__________________
Evaluation period: _____________________, 20___ to _____________________, 20 ___
Superintendent’s Signature: ________________________________ Date:__________________
Code No. 303.6
ADMINISTRATOR EVALUATION
The superintendent will conduct an ongoing process of evaluating the administrators on their
skills, abilities, and competence. At a minimum, the superintendent will formally evaluate the
administrators annually. The goal of the formal evaluation process is to ensure that the
educational program for the students is carried out, ensure student learning goals of the school
district are met, promote growth in effective administrative leadership for the school district,
clarify the administrator's role as defined by the board and the superintendent, ascertain areas in
need of improvement, clarify the immediate priorities of the responsibilities listed in the job
description, and develop a working relationship between the superintendent and the
administrator.
The superintendent is responsible for designing an administrator evaluation instrument. The
formal evaluation will include written criteria related to the job description. The superintendent,
after receiving input from the administrators, will present the formal evaluation instrument to the
board for approval.
The formal evaluation will also include an opportunity for the administrator and the
superintendent to discuss the written criteria, the past year's performance and the future areas of
growth. The evaluation is completed by the superintendent, signed by the administrator and filed
in the administrator's personnel file.
The principal will be an educational leader who promotes the success of all students by:
•
•
•
•
•
•
Facilitating the development, articulation, implementation, and stewardship of a vision of
learning that is shared and supported by the school community.
Advocating, nurturing and sustaining a school culture and instructional program
conducive to student learning and staff professional development.
Ensuring management of the organization, operations and resources for a safe, efficient
and effective learning environment.
Collaborating with families and community members, responding to diverse community
interests and needs and mobilizing community resources.
Acting with integrity, fairness and in an ethical manner.
Understanding the profile of the community, and responding to and influencing the
larger political, social, economic, legal and cultural context.
It is the responsibility of the superintendent to conduct a formal evaluation of the probationary
administrators and nonprobationary administrators prior to May 15.
This policy supports and does not preclude the ongoing informal evaluation of the administrator's
skills, abilities and competence.
Cross Reference:
303
302.5R1
Approved:: January 15, 1990
Administrative Employees
Chapter 83 Teacher and Administrator Quality Programs
Reviewed:: ______________
Revised:: September 15, 2008
Code No. 303.7
ADMINISTRATOR PROFESSIONAL DEVELOPMENT
The board encourages the administrators to continue their professional growth by becoming
involved in professional organizations, attending conferences, continuing their education, and
participating in other professional activities.
It shall be the responsibility of the administrators to arrange their schedules in order to attend
various conferences and events in which they are involved. Prior to attendance at an event, the
administrator must receive approval from the superintendent. In the case where overnight travel
or unusual expense is involved, the superintendent shall bring it to the attention of the board prior
to the administrator attending the event.
The administrator shall report to the superintendent after an event.
Cross Reference:
302.6 Superintendent Professional Development
401.7 Employee Travel Compensation
Approved: Jan. 15, 1990
Reviewed: Dec. 18, 1995
Revised: ______________
Code No. 303.8
ADMINISTRATOR CIVIC ACTIVITIES
The board encourages the administrators to be involved in the school district community by
belonging to community organizations, and by attending and participating in school district
community activities.
It shall be the responsibility of the administrators to become involved in school district community
activities and events. The board may include a lump sum amount as part of the administrator's
compensation to be used specifically for paying the annual fees of the administrator for school
district community activities and events if, in the board's judgment, the administrator's participation
will further the public purpose of promoting and deriving support for the school district and public
education in general. It shall be within the discretion of the board to pay annual fees for
professional organizations and activities.
Cross Reference:
302.7 Superintendent Civic Activities
Approved: Dec. 18, 1995
Reviewed: _______________
Revised: _________________
Code No. 303.9
ADMINISTRATOR CONSULTING/OUTSIDE EMPLOYMENT
An administrative position is considered full-time employment. The board expects administrators
to give the responsibilities of their positions in the school district precedence over other
employment. An administrator may accept consulting or outside employment for pay as long as,
in the judgment of the board and the superintendent, the work is conducted on the administrator's
personal time and it does not interfere with the performance of the administrative duties contracted
by the board.
The board reserves the right, however, to request the administrator cease the outside employment
as a condition of continued employment. The board shall give the administrator thirty days notice
to cease outside employment.
Cross Reference:
303.3 Administrator Contract and Contract Nonrenewal
303.5 Administrator Duties
Approved: Dec. 18, 1995
Reviewed: _____________
Revised: ________________
Code No. 304.1
DEVELOPMENT AND ENFORCEMENT OF ADMINISTRATIVE REGULATIONS
Administrative regulations may be necessary to implement board policy. It shall be the
responsibility of the superintendent to develop administrative regulations.
In developing the administrative regulations, the superintendent may consult with administrators or
others likely to be affected by the regulations. Once the regulations are developed, employees,
students and other members of the school district community shall be informed in a manner
determined by the superintendent.
The board shall be kept informed of the administrative regulations utilized and their revisions. The
board may review and recommend change of administrative regulations prior to their use in the
school district if they are contrary to the intent of board policy.
It shall be the responsibility of the superintendent to enforce administrative regulations.
Cross Reference:
209 Board of Directors' Management Procedures
304.2 Monitoring of Administrative Regulations
Approved: Dec. 18, 1995
Reviewed: ______________
Revised: _________________
Code No. 304.2
MONITORING OF ADMINISTRATIVE REGULATIONS
The administrative regulations shall be monitored and Revised: when necessary. It shall be the
responsibility of the superintendent to monitor and revise the administrative regulations.
The superintendent may rely on the board, administrators, employees, students, and other
members of the school district community to inform the superintendent about the effect of and
possible changes in the administrative regulations.
Cross Reference:
209 Board of Directors' Management Procedures
304.1 Development and Enforcement of Administrative
Regulations
Approved: Dec. 18, 1995
Reviewed: _____________
Revised: _______________
Code No. 305
ADMINISTRATOR CODE OF ETHICS
Administrators, as part of the educational leadership in the school district community, represent
the views of the school district. Their actions, verbal and nonverbal, reflect the attitude and the
beliefs of the school district. Therefore, administrators shall conduct themselves professionally
and in a manner fitting to their position.
Each administrator shall follow the code of ethics stated in this policy. Failure to act in accordance
with this code of ethics or in a professional manner, in the judgment of the board, shall be grounds
for discipline and, possibly, dismissal.
The professional school administrator:
•
Upholds the honor and dignity of the profession in actions and relations with students,
colleagues, board members and the public;
•
Obeys local, state and national laws; holds to high ethical and moral standards; and gives
loyalty to this country and to the cause of democracy and liberty;
•
Accepts the responsibility to master and contribute to the growing body of specialized
knowledge, concepts and skills which characterize school administration as a profession;
•
Strives to provide the finest possible educational experiences and opportunities to the
members of the school district community;
•
Seeks to preserve and enhance the prestige and status of the profession when applying for
a position or entering into contractual agreements;
•
Carries out in good faith the policies duly adopted by the local board and the regulations of
state authorities and renders professional service;
•
Disallows consideration of private gain or personal economic interest to affect the
discharge of professional responsibilities;
•
Recognizes public schools are the public's business and seeks to keep the public informed
about their schools; and,
•
Supports and practices the management team concept.
Cross Reference:
404 Employee Conduct and Appearance
Approved: Dec. 18, 1995
Reviewed: _______________
Revised: ________________
Code No. 306
SUCCESSION OF AUTHORITY TO THE SUPERINTENDENT
In the absence of the superintendent, it shall be the responsibility of the other administrators to
assume the superintendent's duties. The succession of authority to the superintendent shall be
determined by the Board of Directors.
If the absence of the superintendent is temporary, the successor shall assume only those duties
and responsibilities of the superintendent that require immediate action. If the board determines
the absence of the superintendent will be a lengthy one, the board shall appoint an acting
superintendent to assume the responsibilities of the superintendent. The successor shall assume
the duties when the successor learns of the superintendent's absence or when assigned by the
superintendent or the board.
References to "superintendent" in this policy manual shall mean the "superintendent or the
superintendent's designee" unless otherwise stated in the board policy.
Cross Reference:
302 Superintendent
Approved: Dec. 18, 1995
Reviewed: _______________
Revised: ________________
Code No. 307
COMMUNICATION CHANNELS
Questions and problems shall be resolved at the lowest organizational level nearest to the
complaint. School employees shall be responsible for conferring with their immediate supervisor
on questions and concerns. Students and other members of the school district community shall
confer with a licensed employee and then with the principal on questions and concerns.
If resolution is not possible by any of the above, individuals may bring it to the attention of the
superintendent within five school days of their discussion with the principal. If there is no
resolution or plan for resolution by the superintendent within five school days of the individual's
discussion with the superintendent, the individual may ask to have the question or problem placed
on the board agenda. The action of the board will be final.
It shall first be the responsibility of the administrators to resolve questions and problems raised by
the employees and the students they supervise and by other members of the school district
community.
Cross Reference:
213 Public Participation in Board Meetings
401.4 Employee Complaints
502.4 Student Complaints and Grievances
504.3 Student Publications
Approved: Dec. 18, 1995
Reviewed: _______________
Revised: _______________
Code No. 312.1
LEAVE TO RUN FOR PUBLIC OFFICE
The Board will provide a leave of absence to an administrator to run for elective public office.
The Board shall grant an administrator a leave of absence to campaign as a candidate for any
elective public office in the form of accrued vacation or leave without pay upon written request to
the superintendent of schools at least thirty (30) days prior to the starting date of the requested
leave. A superintendent requesting leave shall submit his/her request in the same manner to the
Board. The administrator will be entitled to one period of leave to run for the elective public office,
and the leave may commence anytime within thirty (30) days of a contested primary, special or
general election and continue until the day following the election. The administrator may choose
to use leave without pay or accrued vacation.
COMMENTS: The Board has the discretion to determine whether employees will be allowed to
use accrued vacation or leave without pay as Senate File 199, referenced above, does not require
that an employee of a political subdivision be given a choice of the form of the leave.
The merit employment administrative rules, Chapter 570, Section 14.14, referenced above for your
information, provide for leave prior to both a contested primary and to an election, if the employee
wins the primary. Under Senate File 199, the Board of Directors has discretion to determine
whether leave should be allowed for both elections.
Cross Reference:
404.9 Leave to Run for Public Office (Certificated Staff).
410.9 Leave to Run for Public Office (Support Personnel).
Approved: Jan. 15, 1990
Reviewed: Dec. 18, 1995
Revised: __________________
Code No. 312.2
VOLUNTARY EARLY RETIREMENT
The North Fayette Board of Education agrees to provide a supplemental benefit because of early
retirement for those administrators who desire to retire early.
The considerations of this program are based upon the BA Base Wage, the salary of the
administrator and the number of years of service to the North Fayette Community School District.
These factors and the determination of the retirement benefit are as follows:
(per diem pay X 195) - BA Base Salary) X average FTE for last 10 consecutive years of
service to the district, plus 5 additional per diem pay for each FTE years of consecutive
service above 10 years to a maximum of 15 years or 25 additional per diem pay.
Early retirement variable allowance participation is based on the following criteria:
1.
Available to administrators who have reached age 55 or will reach age 55 on or
before August 15, current year, and
2.
who have completed at least 10 years of consecutive service to the North Fayette
Community School District and
3.
who submit an application for this program, together with a written request for
acceptance of resignation (to become effective upon completion of duties for the
current school year) on or before February 15, of the current contract, and
4.
whose request for resignation and participation in this program are Approved: by
the Board of Education.
Approval of the accompanying request for resignation will be considered as final action of the
employee's voluntary resignation and will constitute termination of his/her continuing contract at
the date specified in the request. An employee who elects to participate in this program will
become a retired administrator and will be entitled to all rights and privileges of such a retiree
under applicable laws and policies of the North Fayette Community School District Board of
Education. The retiree will be eligible to continue participation in the district’s group health
insurance program subject to carrier contract requirements and all payment of premium
requirements of the Board of Education.
Method of Payment
Early retirement checks for certified staff members will be available in six equal semi-annual
payments starting in either July of the retirement year, or the following February. Subsequent
payments will be made in February and July of each year. In the event of the death of the
employee prior to the full payment of the employee’s early retirement benefit, the remaining benefit
will be paid to the employee’s designated beneficiary in one lump sum payment. In the event that
no beneficiary is designated, the employee’s remaining early retirement benefit will be paid to the
employee’s estate in one lump sum payment.
Approved: April 21, 1985
Reviewed: February 21, 2011
Revised: November 19, 2012
Code No. 312.2-E1
EARLY RETIREMENT APPLICATION
TO:
North Fayette Superintendent of Schools
FROM: _________________________________
RE:
Application for Participation in the Voluntary Early Retirement Program
I hereby submit my formal application for participation in the administrator voluntary early
retirement program. This action is taken in accordance with all requirements of Board of
Education Policy No. 312.3 (Voluntary Early Retirement).
My request for approval of release from my continuing contract with the district is attached and is
made a part of this application. It is my understanding that my application and request for
approval of resignation will be acted upon simultaneously by the Board of Education.
I understand that early retirement checks will be available in six equal semi-annual payments
starting in either July of the retirement year, or the following February. Subsequent payment will
be made in February and July of each year.
________________________________
Signature
_________________________
Date
COMPUTATION OF SUPPLEMENTAL BENEFITS
1. Date of Birth _____________ Age ______ Allowable percentage 100%
2. Years of consecutive service above 10 years. __________
3. Current salary (1.0 FTE basis) less extended contract amount.
(Per Diem Pay X 195)
$_________
4. Dollar figure from Step 3 minus BA Base plus additional 5 days per
diem pay for each FTE years of consecutive service above 10 years
to a maximum of 15 years (25 additional per diem pay days). $ _________
5. Average FTE for the past 10 – 15 service years.
6. Supplemental Benefit: dollar figure from Step 4 times FTE figure
from Step 5.
__________
$ _________
__________ Approved:
__________ Not Approved:
_______________________
Date
___________________________________
Superintendent of Schools
Policy #312.2-E2
NORTH FAYETTE COMMUNITY SCHOOL DISTRICT
Designation of Beneficiary
I, _____________________________________, hereby designate __________________
____________________________, as my beneficiary to receive the benefits to which I am
entitled pursuant to the North Fayette Community School District’s Early Retirement Plan upon my
death.
__________________________________________
(Employee)
Date: ___________________
__________________________________________
(Witness)
STATE OF IOWA
)
(
SS:
FAYETTE COUNTY )
On this ________ day of __________________________, 20____, before me, the undersigned, a
Notary Public for the State of Iowa, personally appeared _________________________________
________________________, to me personally known to be the identical person named in and
who executed the foregoing instrument and acknowledged that he/she executed the same as
his/her voluntary act and deed.
____________________________________
Notary Public, State of Iowa